Transcript ARCH To Success!! - MARY HAWKES PORTFOLIO
Differentiated Instruction (DI) and Response to Intervention (RTI)
DI and RTI share one main goal: to modify instruction until it meets the needs of all learners. Emerging research demonstrates that DI, when fully implemented, can significantly improve student achievement (Goddard & Goddard, 2007).
The RTI Action Network (n. d.) define RTI as “a multi-tiered approach to help struggling learners. Students’ progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.
DI and RTI are flexible and may be implemented quite differently from school to school or even teacher to teacher, however,
both are built on two basic concepts: that education is most effective when we treat students as individuals with different levels of readiness, learning profiles, and interests; and that teachers have a professional obligation to help all students succeed.
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Let’s look at DI and RTI a little closer.
Teachers must be frustrated, right? There have been so many initiatives placed before them they must wonder “What is it that you want us to do?” At Northern Penobscot Tech Region III we are trying to use new initiatives to compliment other initiatives that are already in place so it doesn’t feel quite so overwhelming.
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Okay, What is Differentiated Instruction?
“Differentiation can be defined as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products. The needs of individual students and/or small groups of students are addressed to maximize the learning opportunity for each student in the classroom.”
Tomlinson, et al.
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In concept, Differentiated Instruction maximizes learning for ALL students – regardless of skill level or background. It is based on the fact that in a regular classroom, students differ in their academic ability, learning style, personality, background knowledge , interest, experience and level of motivation for learning. When a teacher differentiates instruction, he/she uses the best teaching practices and strategies to create different pathways that respond to the needs of diverse learners.
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Another way to say it……..
Differentiated Instruction (DI) is about making the classroom a place that meets the needs of all students.
Differentiated Instruction encourages teachers to get outside the box and really look at what works for kids….meet them where they are at.
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“Students don’t care what you know, until they know that you care”
This is an important philosophy that I personally have carried with me for many years. Honestly, what we teach is irrelevant. It’s what students take with them when they leave us that truly matters. And caring how we teach them is crucial.
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More Work For Teachers?
Yes, DI is hard work!!
Curriculum Changes Increase Technology Use in Classrooms
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However, The Benefits…
Implementing DI strategies into classrooms means creating a more constructive environment where students work to create their OWN education.
The focus for education is placed on the student.
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Differentiation Tips for Parents
By: Ann-Marie Foucault
“Ran across this info during project research and found to be very helpful for Parent explanation”
What is differentiated instruction and how can it help your child? This article helps parents understand and support differentiation in the classroom.
Why differentiation?
When learning tasks are consistently too hard, students become anxious and frustrated. When tasks are consistently too easy, boredom results. Both boredom and anxiety inhibit a student's motivation to learn, and — eventually — harm achievement as well. Differentiated instruction helps teachers avoid student anxiety and boredom that can be evident in one-size-fits-all curriculum.
Differentiation is… Having high expectations for all students Adjustment of the core content Assigning activities geared to different learning styles, interests, and levels of thinking Providing students with choices about what and how they learn Flexible because teachers move students in and out of groups based upon students' instructional needs Acknowledgment of individual needs Articulated, high level goals reflecting continuous progress Assessment to determine student growth and new needs Adjustment of curriculum by complexity, breadth, and rate Educational experiences which extend, replace, or supplement standard curriculum Differentiation is not… Individual learning plans for each student More problems, questions, or assignments Get it on your own Recreational reading Independent reading without curriculum connections Free time to draw or practice your talent Cooperative learning groups where the gifted kid gets to be the leader Activities that all students will be able to do Interest centers unless linked to core content and at a complex level
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Differentiation Tips for Parents
By: Ann-Marie Foucault
The parent's role
Asking teachers to specify ways in which differentiated instruction will be provided Understanding that teachers can not (and should not) differentiate all assignments and materials every day Encouraging students to let teachers know when assignments are a good fit and when they are not Encouraging students to compete against themselves rather than comparing themselves to peers Volunteering in the classroom
Helpful websites
Curriculum Differentiation from Austega Information Services Differentiation of Instruction in Elementary Education from the Public School Parent's Network Strategies for Differentiating from Enhance Learning with Technology Differentiating Instruction from Enhance Learning with Technology Critical and Creative Thinking — Bloom's Taxonomy from Teacher Tap Delving Into Differentiation in Middle School Farmington from Students at the University of Maine in What is Differentiated Instruction?
from Reading Rockets What Makes Differentiated Instruction Successful?
from Reading Rockets Foucault, A. (2008). Differentiation Tips for Parents. Retrieved from the St. Michael –Albertville Schools, Minnesota website http://communityed.stma.k12.mn.us/curriculum/Differentiation_Tips_for_Parents
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Northern Penobscot Tech Region III (NPT Region III) is a Career and Technical Education School that serves 28 towns and 5 sending high schools. We serve primarily juniors and seniors in high school.
The following slides will provide a glimpse of where we are to date implementing Response To Intervention in our school. This all ties in with PLC’s, DI, PBIS and our commitment as educators to do “Whatever it Takes” to provide a fair and equal education to all learners.
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Northern Penobscot Tech Region III
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Goals for this project:
Give you a snapshot of where NPT Region III is today and provide resources for getting there Present you with clear ideas from which you can choose one or two to implement
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Where to Begin?
Used PBIS Team Implementation Checklist to assess current status (What do we have in place already?) Helped to set goals First step: developing school-wide values (Team Implementation Checklist, Version 3.1, May, 2011 Sugai, G., Horner, R., Lewis-Palmer, T., & Rossetto Dickey, C. Adapted from Sugai, Horner, Lewis-Palmer, 2001 Educational and Community Supports, University of Oregon)
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NPT Region III Core Values
Accountability Respect Commitment to Success Honesty and Integrity Including everyone in the development of these values improved staff buy-in.
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Matrix (Consistent Expectations)
What would (Core value) look like (where)?
Example: What would respect look like in the hallway ?
What would honesty and integrity look like on the bus?
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Embracing Core Values
Teach school values within programs Publicly display the values and the matrix Increased school spirit and awareness created ENERGY ARCH cards introduced
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ARCH to Success
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Accountability Respect
Commitment to Success
Teaching Core Values Lesson Plan
Honesty & Integrity
Entrance Procedure/Bell Work (5 minutes): Tape flip chart paper on the wall with
respect
(or other core value) as a heading and a context, such as home, school, classroom, work, shop, etc. Direct students to list examples of how they show
respect
in that context. They do this while you take attendance etc.
Teach Background Information (5-10 minutes) Explain that the reason why we’re discussing this is that core values. “Behaving in a
respectful respect
(or other core value) is one of the school’s manner will help you to be successful in your career.” Use Frayer Model Literacy Strategy (10-15 minutes) “Let’s use this literacy strategy to help drive home this core value. This strategy is called the Frayer Model. It’s a graphic organizer to help you thoroughly understand
respect
. Here’s a blank one for you and we’re going to do it together on the board.” Draw Frayer Model on white board and handout blank Frayer Model diagrams. Start with the textbook/dictionary definition, next go through examples, then non-examples, having students define in their own words last.
Connect the core value to your industry (5-10 minutes) Now discuss the value of
respect
stories to engage students.
related to industry. Make sure to give specific examples and/or use Group work to show student learning (15-20 minutes) Group students and make classroom materials (textbooks, internet, etc.) available to identify examples of
respect
specific to your industry. Each group will share their examples with the whole class. (This gives the teacher an opportunity to gather student perceptions of the industry as well as insight into their background knowledge. You can also correct misconceptions and get specific to your class within the industry.) Put it all together (10 minutes) Together the class will create a poster to hang in the lab setting with examples of expected in your industry.
respect
. This poster can be referred to and added to as time goes on and serves as a reminder of the professional behavior
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ARCH Cards
Person-to-person, very specific, positive feedback Quarterly drawings (got prize ideas from students and solicited donations from area businesses) ARCH card recipient list running on monitor in lobby Recipients listed quarterly in local paper and school newsletter
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Sample Arch Card
Northern Penobscot Tech
ARCH Card Thanks for being a positive role model!
Student:_________________________ _______ Good Deed:____________________________ __ Value: _________________________________ Staff: _______________ Date: ___________
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Data-Driven
Developed a referral form Struggled with consistent implementation Team wasn’t sure how to track data once forms were submitted.
Staff didn’t know: When to fill them out What to do with them once they were filled out What happens as a result Form is a tracking device, not a cry for help
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Collecting Data (eeek!!)
How much is enough?
How to track it?
What should you collect?
How much detail?
In what format?
What do you do with it once you have collected it?????
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Levels of Intervention Minor office referral definitions
Behaviors that: Do not require an administrator Are managed by the teacher, paraprofessional, custodian, cafeteria or other staff.
Do not violate other’s rights/properties Are not chronic
Include procedures to:
Inform student of the behavior violation Describe expected behavior Seek student input as to his/her version of the behavior and the cause of behavior Complete RTI Response/Referral/Intervention Form
.
Take into consideration the following:
Does the student understand the expected behavior?
Does the parent/guardian need to be contacted?
Does the behavior expectation need to be taught?
Is a consequence necessary?
Could the behavior be diminished buy using positive feedback?
Identify possible interventions/consequences such as: Level 1:
Verbal cue to change behavior Redirect Conference with student and/or parent Relocate to a brief “time-out” Re-teach school-wide behavior expectation Refer to guidance, mentor, or other student advocate Set goal/track progress Find a behavior to reward
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Level 2:
Parent contact (especially for loss of grade related to plagiarism or cutting class) Loss of privileges (leaving the room, computer privileges, etc) Grade loss (truancy, cheating or plagiarism Assign lunch detention Negotiate behavior contract with the student Change seat in class Lab restrictions
Major office referral definitions
Behaviors that: Are chronic Minor Behaviors Significantly violate the rights of others Are violent acts Require an administrator as consequences could involve in or out-of-school suspension, or expulsion
Includes procedures to:
Fill out the Notice of Discipline form Inform student of the rule violated Describe expected behavior Seek student input as to his/her version of the behavior and the cause of it
Identify possible interventions/consequences such as Level 3:
Lunch detention Restitution/community service In-school suspension Denial of field trip opportunity Mediation Counseling Recommendation to Tier 2 Loss of driving privileges Negotiate behavior contract with student Administrator/teacher dialogue
Level 4:
Out-of-school suspension
Level 5:
Expulsion
The administration has the prerogative to adjust penalties.
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Check-In, Check-Out
RTI team piloted CICO with students from team members’ classes Decided to implement school-wide Presented a skit to staff showing an example of referring a student to RTI and introducing them to CICO Positive results, but need to implement quicker and possibly for more behaviors
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RTI Team
Meet every two weeks 45-60 minutes Lunch meetings as needed Take minutes Have a budget Administrator participation Review attendance report and behavior forms Discuss interventions Recommend having an agenda and plan/goals
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Where To Next???
An electronic method to collect and evaluate data Encouragement and further support of teachers A clear pathway for early identification and intervention
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References
Goddard, Y,.L., R.d., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools.
Teachers college Record, 109, 877-896.
Tomlinson, c.A. (2001).
How to differentiate instruction in a mixed ability classroom
. Alexandria, VA:ASCD.
National Center on Response to Intervention. (n.d.). Home page. Retrieved from www.rti4success.org
.
Foucault, A. (2008).
Differentiation Tips for Parents
. Retrieved from the St. Michael –Albertville Schools, Minnesota website http://communityed.stma.k12.mn.us/curriculum/Differentiation_Tips_for_Par ents
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